Reflection: Modeling Multiplying Fractions - Section 2: Mini Lesson

I found that it was very important to model and discuss the area model with my students.  I had to be clear that one fraction should be represented by horizontal lines and the other fraction should be represented by vertical lines.  Students needed to see how to shade in the bars that represented each fraction and what the overlapping section represented.

In addition, some of my advanced students were familiar with the algorithm for multiplying fractions and they were anxious to share this with the class.  I challenged them with the question, "Why does the algorithm work?" Many of them didn't have an answer and they were able to see through the area model why the algorithm works.

Clarifying Area Model Confusion
Modeling: Clarifying Area Model Confusion

Multiplying Fractions

Unit 7: Multiplying and Dividing Fractions
Lesson 1 of 10

Big Idea: Students use brownies to multiply fractions.

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45 minutes

Ursula Lovings

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